A long-standing challenge for schools of education is how to prepare teachers to effectively integrate technology into classroom instruction. A widespread practice in training preservice teachers is the stand-alone technology class. These classes have evolved over time. This article suggests a further development in stand-alone technology classes: a task-oriented framework. In this approach, instruction focuses on common classroom activities of teachers and students, such as collaboration, research, presentation, and composition. Technologies appropriate for each activity are then explored. The task-oriented framework described here was developed in the context of a stand-alone technology course for preservice secondary humanities teachers.